Embed Size (px)
DESCRIPTION
BEST Literacy and Numeracy Project. http://www.bestcluster.openlab.net.au/2007web/Lit-numhomepage.htm. BEST Literacy and Numeracy Project. http://www.bestcluster.openlab.net.au/2007web/Lit-numhomepage.htm. X. Literacy. Numeracy. - PowerPoint PPT Presentation
Citation preview
BEST Literacy and Numeracy Project
http://www.bestcluster.openlab.net.au/2007web/Lit-numhomepage.htm
BEST Literacy and Numeracy Project
Literacy
Name (s) Level(s) School(s)
Email address
Maria Aloizos 1 DNPS [email protected]
Kerryn Leister 1 DNPS [email protected]
Numeracy
X
http://www.bestcluster.openlab.net.au/2007web/Lit-numhomepage.htm
1. What is the teaching and learning challenge to which you are responding? Which PoLT principle?
At the beginning of the year time is spent settling our new Preps into the school routines. Early Years Literacy block starts from the first full week of the school year so children can quickly become involved in the reading processes. With our knowledge of early childhood development we try and include some open ended activities that incorporate fine motor skills and creative thinking.
The Literacy Blocks are a series of formal lessons where the three dimensions of English (reading, writing, speaking and listening) are interlinked. The following slides demonstrate a set of lessons focusing on reading.
PoLT 3 – Students’ needs, backgrounds perspectives and interests are reflected in the learning program
2. What will the student be assisted to do? i.e. Understanding Performance; Essential Question; Understanding Goal / Standard (VELS)Students will:
-Be introduced to a sequence of events in a story
-Be involved by making predictions
-Find enjoyment in listening to a story
-Be involved in reading aloud and listening
-Responding to text in a variety of ways
VELS: ENGLISH, Level 1
Students match print and spoken text in their immediate environment. They recognise how sounds are represented alphabetically and identify some sound-letter relationships. They read aloud simple print and electronic texts that include some frequently used words and predominantly oral language structures. They read from left to right with return sweep, and from top to bottom. They use title, illustrations and knowledge of a text topic to predict meaning. They use illustrations to extend meaning.
3. What can the student already do alone? eg KWHL, Pre-test &c.
Students had already spent time in the classroom doing activities that involved cutting and pasting, initial sounds, matching pictures and sitting in small groups for shared reading.
Initial reading of the book and prediction ascertained if children were already familiar with the story and its sequence.
4. How will the student be assisted? i.e. scaffolding eg modelling, questioning, mind map &c. Show or list resources required & length of learning sequence
Resource – “There was an old woman who swallowed a fly”
MondayTuesday Wednesday Monday Tuesday Wednesday
Ask the children if they have, by accident or on purpose, swallowed anything strange. Introduce the title. What do you notice is in the stomach of the old woman. Students are encouraged to speculate about why the woman would eat a fly. Read story to children
Recount story.
Read book, encouraging children to join in. Focus on direction of print.
Look for rhyming words in book. Underline and then have children come up with their own list of rhyming words/
Reader’s theatre, using the character puppets.
Look at sentence structure, i.e. where the sentence starts and finishes.
Reader’s theatre.
Ask a child to come to the front and to point to words as we read the sentences
Read book together.
Innovate on Text.
Children illustrate new story for our big classroom big book.
’
“…”
“…”
’
“…”
’
“…”
’
“…”
’
’
“…”
5. Review. How well did the learning sequence work or not work? What next?
Children can recite the sequence of the story. Most children have shown understanding of some concepts of print, including directionality of print, capital letters and full stops.
A follow on activity could be to read “There was an old woman who swallowed the sea” by Child’s Play.After reading different versions of the story, complete a Venn Diagram on the similarities and differences of the stories.
Tracing words from story
6. Evidence Attach photographs and / or student work where possible
Group Reading
Puppets
Making own book
Cutting & Pasting sequence of story
Creating characters
Using plasticine to create characters
Guided / Shared Reading
Innovate on TextTask board
Thank you
